Leadership for action on climate change: The role of education policy and professional standards in the Hong Kong context

Leadership for action on climate change: The role of education policy and professional standards in the Hong Kong context

• Campbell, Paul The Education University of Hong Kong

Journal of Professional Capital and Community, 2024

Emerald

2024

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology
• R Educational Policy & Administration
• R Educational Policy & Administration
  • RH Supervisors, School Principals & Administrators

Leadership Policy Climate Change Social Justice

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Purpose: Using Hong Kong as the context of study, this paper examines the role of education policy, particularly professional standards for teachers (PST) and principals (PSP), in enabling leadership for action on contemporary challenges and crises such as climate change.Design/methodology/approach: This paper utilises critical policy analysis (CPA) and an associated analytical framework to examine key policy texts that are designed with the intent to frame the professional roles, practice and learning of educators and leaders in Hong Kong. The data analysis process involved rounds of descriptive coding, which was then collated into broader themes for discussion.Findings: Policy texts emphasised the scope for educators to exercise leadership and decision-making that supports innovation, improvement and collaboration in the pursuit of a broad social mission for education, emphasising the skills students do and will need to respond to dynamic contemporary challenges. However, how this relates to broader policy goals, and limited articulation of the means through which this is possible, questions remain about the extent to which teachers and leaders are able to exercise leadership for action on climate change.Originality/value: This study has important implications for how those in policymaking, research and practice spaces understand the framing of the role of teachers and school leaders in policy and the influence of this on their capacity to lead action on contemporary challenges and crises, such as climate change. Copyright © 2024, Emerald Publishing Limited.

• English

Journal Articles

• 20569548

• 10.1108/JPCC-01-2024-0010

https://bibliography.lib.eduhk.hk/en/bibs/17978a1b

2025-01-07